Evaluation of school‐based AIDS education curricula in San Francisco

Students in 3 middle (n=385) and 3 high schools (n=254) in the San Francisco Unified School District participated in the evaluation of an AIDS education curriculum. Classes within‐schools were designated as either intervention classes or nonintervention classes. Students in intervention classes received 3 class periods of AIDS instruction with a newly developed curriculum. Students in nonintervention classes did not receive any special AIDS instruction. All students completed a pretest and posttest AIDS knowledge and attitude survey. The results indicated that AIDS instruction classes demonstrated a significant knowledge‐advantage, as well as change in attitudes (e.g., reflecting greater tolerance for attending class with students who may have AIDS or HIV infection).     

Disorganizing Paralysis of the Clinician’s Mind as a Property of a System of Treatment

This paper addresses the phenomenon of “psychic numbing” in the clinician, which interfered with the clinician’s capacity to understand and respond to the patient’s highly turbulent reaction to a personal crisis of the clinician. Through gaining an understanding of the meanings of the retraumatizations for both the patient and the clinician, the clinician became able to recapture the functioning of her mind, respond differently to the patient, and thus facilitate the calming of the turbulence of the treatment. The clinician’s understanding included her recognition of her own thwarted twinship longings with the patient.     

Parent–Child Relationships in the Twilight Saga: Implications for Family Life Education

One source of cultural messages for adolescents is the novel. According to Reader Response Theory, readers interact with the text to construct meaning. This process makes novels an effective tool for facilitating parent–child communication. The current qualitative study examined the parent–child relationships portrayed in The Twilight Saga. Five themes emerged through inductive analyses. This article includes a comparison of the themes in the novels with the literature on parent–adolescent relationships. We also offer suggestions to family life educators regarding how to use the novels with parents and teens to facilitate communication about parent–child relationships.     

‘The Times They Are A Changing’—Post Qualifying Training Needs of Social Work Managers

The article will focus on the changing role of social work managers in the light of recent legislation and policy; the integration agenda; the changing relationship between statutory and voluntary agencies; and the rising expectations of service users and carers. It will link these changes to the ongoing political and societal context in which social work is practised. The importance of effective social work management will be emphasised in the context of the recent enquiries into the deaths and long‐term abuse of service users. It will consider the issues for training and development of social work managers and will conclude by considering the issues for providers of training and development, with particular reference to post qualifying academic social work management courses. It will highlight the types of learning experiences social work managers require, outline consultations with students and agencies, and suggest issues for the future.     

“I Hear You”: Using Focus Groups to Give Voice to Adolescent Girls' Experiences with Violence

Focus groups are used in social science to understand social problems. This article presents focus groups for adolescent girls in a school setting, by two social work researchers, on the subjects of girl fighting and dating violence. The article discusses planning (agency collaboration and decisions about the structure of the group and recruitment of participants), using group work skills to create a safe environment that encourages discussion of diverse opinions, and disseminating relevant findings to school personnel that will prevent or intervene in the problem.     

Social Work in Schools by Openshaw,L.

This paper reports out an agency's use of groups as a response to the increasing bureaucratization of its operation and the increasing alienation of its workers. It describes the slow evolution of traditionally trained supervisors into team leaders. Details of the training conceptualization, design, and process are given. The mediating strategies of the team leaders are described and incorporated into a new training role-the counterpart.     

It Takes a Village: Community Practice,Social Work,and Aging-in-Place

The US population of older adults will increase significantly in the coming decades. Most of these individuals prefer to age in their homes/communities. However, most communities are not prepared to handle the long-term care needs of an aging population. This article examines one model that communities are using to help older adults age-in-place, the Village. A conceptual lens based in community practice and empowerment theory is offered to explicate this model and critically evaluate social work's role in it. It also presents challenges to social work roles in facilitation and evaluation of the model.     

Intergenerational patterns of teenage fertility

One of the frequently cited consequences of teen childbearing is the repetition of early births across generations, which thereby perpetuates a cycle of poverty and disadvantage. We use data from the 1988 National Survey of Family Growth (NSFG), Cycle IV, to examine trends and determinants of the intergenerational teen fertility link for women who reached adolescence between the 1950s and the 1980s. We find that daughters of both white and black teen mothers face significantly higher risks of teen childbearing than daughters of older mothers. We also find, more generally, that patterns of teenage family formation (i.e., both marriage and childbearing behaviors) tend to be repeated intergenerationally. The results suggest that the intrafamily propensity for early childbearing is not inherited biologically, at least not through factors related to the timing of puberty. Rather, the intergenerational patterns appear to operate at least in part through the socioeconomic and family context in which children grow up.